1. 研究目的与意义（文献综述包含参考文献）

1. introduction individual differences in learners in the field of language acquisition or foreign language teaching have been the focus of teachers and researchers. over the past three decades, researchers have explored the impact of individual differences, such as age, gender, cognitive style, learning strategy, motivation, and anxiety, on target language from different perspectives. however, most of these studies are limited to the field of second language acquisition. in recent years, second language learning concepts and strategies have received widespread attention scholars have found that they have a significant impact on english learning. 1.1need for the study learner strategy has always been a hot topic in the field of second language acquisition research. this kind of research can help us deeply understand the individual differences of l2 learners and effectively improve the efficiency of l2 learning. wen qiufang (2001) divided the strategy system into two subsystems: learner belief and learner strategy. it mainly involved four aspects:”management”, ”pattern practice”,”function practice” and ”mother-tongue reliance”. foreign language learner beliefs and strategies refer to the identification and application of these four aspects, respectively, so there are four beliefs (i.e. management beliefs, pattern practice beliefs, function practice beliefs and mother-tongue reliance beliefs) and strategies (i.e. management strategies, pattern practice strategy, function practice strategy and mother-tongue reliance strategy). in the past few decades, a lot of researches have been done on learning concepts and learning strategies at home and abroad, but there are few studies on the relationship between learning concepts and learning strategies in trilingual acquisition. more researches have focused on the impact of positive and negative migration of second language on l3 and the use of learning concepts and learning strategies. specifically, a lot of researchers have found out that learning concepts and learning strategies have an important impact on academic performance，but there are fewer findings yielded in analysis of l3 learning, which leads to the lack of pointed measures to different groups. as a result, research needs to be carried out at different language background and pointed measures put forward so that l3 learners could improve their learning beliefs and learning strategies accordingly. additionally, this study should be undertaken because the corollary of it will have significant practical implications for improvement of l3 learning of english majors and instruction of l3 teaching. 1.2 research purpose english majors learn different third languages. however, whether there is any difference between learning beliefs and learning strategies in their l3 learning? this study focuses on the differences in learning concepts and learning strategies among students with different third languages. specifically speaking, the purpose of this study is two-folded: firstly, whether there is any significant difference in learning beliefs between english learners of different l3; secondly, whether there is any significant difference in learning strategies between english learners of different l3. 2. literature review nowadays improving students#8217; ability of learning more languages has been another primary goal in university language teaching since second foreign language is a compulsory course for language majors. as the main criteria to measure the learning ability, learning beliefs and learning strategies have drawn quite a lot of attentions from the academic circles. 2.1 definitions 2.1.1 the definition of learning belief horwitz (1988) first used the term ”religion” to describe how people think about foreign languages. other scholars have used different terms, such as ”learners#8217; philosophy” (abraham vann, 1987), ”learners#8217; mini-theories” (hosenfeld, 1978), ”learners#8217; subjective theory” (grotjahn, 1991). the study of learning belief involves three types of beliefs: (1) the belief of formal drills; (2) the belief of functional drills; and (3) the belief of mother tongue. those who have the first belief believe that the traditional activities of learning words, pronunciation and grammar with the focus on intensive reading and listening are very important for learning a foreign language. it is considered that the accuracy of foreign language learning is more important than fluency; people with the second belief believe that conducting a large number of communication activities in listening, speaking, reading and writing is an important guarantee for learning a foreign language; those who hold a third belief believe that using translation as a means is a shortcut to learning a foreign language. wen qiufang (2001) believes that belief refers to a system of perception formed by students through their own experience or the influence of others in the process of learning english. the belief of english learners is roughly divided into two categories: one is management concept and the other is language learning belief. management belief refers to students' understanding of the importance of a series of management activities such as setting goals, making plans, selecting strategies, and regulating strategies. the belief of language learning refers to students' ideas on how to master language knowledge, language skills and communication skills. the belief of language learning includes: the concept of formal training (that is, the mastery of language knowledge is good for learning); functional practice concept (that is, the use of language knowledge in communication is very important for learning a foreign language); relying on the concept of mother tongue (that is, thinking that learning a second language through translation is a shortcut). 2.1.2the definition of learning strategy as early as the 1970s, the study of foreign language teaching in the world has shifted from how to teach to how to learn. however, these studies describe the frequency of students#8217; use of learning strategies from a static perspective, or explore the impact of strategies on english learning outcomes. but what are the characteristics of students using strategies in different language environments? do they change? if there is a change, is there a regular change? oxford (1989) defines strategy as ”specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations”. wen qiufang (2001) believes that strategy refers to a series of actions taken by students to learn english well. the first type is the ”formal drill strategy”, which refers to various learning activities that learners perform in the process of learning foreign languages. students who use this strategy usually consciously learn the words, grammar and phonetics of foreign languages, pay more attention to traditional intensive reading and listening, and pay attention to the accuracy of language. the second type is ”functional training strategy” refers to the learning activities that students conduct to obtain information, such as listening to foreign language broadcasts, watching foreign language tv, reading foreign language newspapers, and communicating with foreign friends. emphasize the natural absorption of new linguistic knowledge in the process of mass contact and use of foreign languages. the third is called the ”native language strategy”. students who love this strategy often use translation methods to learn the skills of foreign languages. the above strategy is based on three theoretical disputes proposed by stern (1983): l1-l2 connection, the explicit-implicit option and the code-communication dilemma 2.2 related empirical studies on learning strategies and learning beliefs generally speaking, more scholars chose to study learning strategies than to study learning concepts. anderson#8217;s (2005:759) research on learning strategies mainly focuses on the following four aspects: (1) the differences between language use strategies and language learning strategies; (2) the relationship between strategies and second language achievement or level; (3) the transfer of mother tongue strategies to second language learning; (4) the training of language strategies, which have achieved many results. however, since most of the research subjects are second language learners, few studies have linked learning strategies to trilingual learning. learning beliefs are often studied together with learning strategies. with the deepening of the study of l2 learners#8217; concepts and strategies, the researchers found that there is a correlation between beliefs and strategies (ellis 1999: 479; wen qiufang, wang haixiao 1996; wen qiufang 2001), and this correlation is not only one-way, ideas and strategies interact and interact (wen qiufang, 2004). the discussion of the relevance of ideas and strategies has certain practical significance for promoting the further study of individual differences among learners in the field of second language acquisition. more empirical studies with different research subjects conducted on the relevance of concepts and strategies（wen qiufang ,2001)are not comprehensive and systematic. and the conclusions are not consistent. some researchers also recognize the importance of learning strategies and concepts in trilingual learning, but many of them focus on minority students. wu (2016) studied mongolian trilingual learners of english majors at the foreign languages school of inner mongolia normal university. through questionnaire survey, he mainly studied the role of mother tongue and second language in the process of trilingual acquisition of mongolian students of grade i to grade 4. the relationship between the concept and the practical application strategy and its english learning achievement is to reveal the mother tongue and second language in the process of learning the target language of minority english learners who learn english as a third language. the role of the wave, explore the relevance of language concepts, learning strategies and achievements, analyze the formation of language concepts and the influencing factors of learning strategies. at present, most of the research is based on the quantitative research of questionnaire data, and there are some shortcomings in terms of research methods and sample selection. in the future, we can combine interviews and other methods to further examine the process of trilingual learning (for example, language output such as translation and writing), english major students' dependence on mother tongue and second language, and the use of strategies. in-depth study of cross-language influence in the process of trilingual acquisition reveals the role played by the mother tongue and the second language, aiming to effectively improve the level of target language learning of trilingual learners. 2.3 problems in the previous studies at present, the main trend of trilingual research is the positive and negative effects of trilingual on mother tongue transfer, but most of them focus on vocabulary and grammar, which are relatively single. our country#8217;s third language acquisition groups are mainly english majors and non-general language majors in colleges and universities, as well as students of english majors and non-general language majors. ethnic minority students, when they learn a third language, are more or less influenced by their mother tongue and second language. the study of qin (2015) provides a sense and method of trilingual acquisition for trilingual learners, recognizing the relationship and influence between languages and promoting efficient language learning. she explores the cross-linguistic influence of chinese and english on japanese vocabulary learning of japanese majors in yunnan normal university, mainly focusing on two cross-linguistic factors: second language proficiency and language distance. this paper will discuss the significance of the study of learning concepts and strategies to students' language learning from different trilingual perspectives. as we all know, third language acquisition and second language acquisition have many similarities as well as many differences in learners' cognitive, psychological and learning process. compared with second language acquisition, the process of chinese english majors' third language acquisition is more complicated, and their learning strategies have their own characteristics. the process of learning target language is not only influenced by the level and concept of mother tongue, but also by the level and concept of second language. however, there are few studies on how language concepts of third language learners affect learning strategies, what relationship they have with learning performance, whether there are differences in the dependence of learners of different english proficiency on mother tongue and second language, and whether mother tongue and second language are used as strategies in the process of target language learning. therefore, this study briefly outlines the relevant research on language learning strategies, referring to the previous measurement tools of strategy research, and according to the specific language learning and actual teaching situation of mongolian college students majoring in english, the author designs a questionnaire on language concepts and learning strategies to study the differences between learning strategies and learning concepts of trilingual learners. references abrahamsson, n., hyltenstam, k. (2008). the robustness of aptitude effects in near-native second language acquisition.#160;studies in second language acquisition,#160;30, 481-509. anderson, h. j. (2005). l2 learning strategies. mahwah，nj: lawrence erlbaum: 757-771 amir, m. (2018). language learning strategies used by junior high school efl learners. llt journal: a journal on language and language teaching, 21, 94-103. bouvy, c. (2000). towards the construction of a theory of cross-linguistic transfer. in j. cenoz and u. jessner(eds.) english in europe: the acquisition of a third language(pp. 143-156). clevedon: multilingual matters. cenoz, j. (2000). research on multilingual acquisition. in j. cenoz and u. jessner(eds.), english in europe: the acquisition of a third language (pp. 39-53) clevedon: multilingual matters. ellis, r. (1999). learning a second language through interaction (vol. 17). john benjamins publishing. grotjahn, r. (1991). the research programme subjective theories: a new approach in second language research. studies in second language acquisition, 13(2), 187-214. horwitz, e. k. (1988). the beliefs about language learning of beginning university foreign language students.#160;the modern language journal,#160;72(3), 283-294. horwitz, e. k. (1985). using student beliefs about language learning and teaching in the foreign language methods course. foreign language annals, 18(4), 333-340. horwitz, e. k. (1999). cultural and situational influences on foreign language learners' beliefs about language learning: a review of balli studies. system, 27(4), 557-576. hosenfeld, c. (1978). students#8217; mini-theories of second language learning. association bulletin, 29(2), 31-40. mirsah, k., muin, a. (2017). learning strategies used by students in acquiring fluency in foreign languages. english and literature journal, 1, 50-66. oxford, r. l. (1989). use of language learning strategies: a synthesis of studies with implications for strategy training. system, 17(2), 235-247. stern, h. h., stern, h. h., tarone, e. e., stern, h., yule, g. (1983). fundamental concepts of language teaching: historical and interdisciplinary perspectives on applied linguistic research. oxford university press. tang, m., tian, j. (2015). associations between chinese efl graduate students' beliefs and language learning strategies. international journal of bilingual education and bilingualism, 18, 131-152. 曹艳春 徐世昌 (2014)， 三语习得研究与少数民族双语者外语学习, 外语研究 (5): 59 -65。

崔占玲 张积家 (2009), 藏-汉-英三语者语言联系模式探讨, 心理学报 (3): 208--219。

刘艳菊 (2010)，大学英语学习者的学习观念、自我效能与学习策略相关性的量化研究与分析, 外语教学 （4）：65-69。

2. 研究的基本内容、问题解决措施及方案

Research Methodology 2.1 Research Questions The present study intends to investigate the difference of L3 learning beliefs and learning strategies of English majors. The specific research questions are as follows: Firstly, Is there any significant difference in learning beliefs between English majors of different L3; Secondly, Is there any significant difference in learning strategies between English majors of different L3. 2.2 Research subjects The sample is from 50 students majoring in Nanjing University of Technology. They are senior English majors who have three years of L3 learning experiences. Twenty five of them study Japanese as their third language, while the other half study German as theirs. 2.3 Questionnaires This paper uses Wen Qiufang#8217;s classification of this strategy system as the theoretical basis for the research. Wen Qiufang (2003) designed the English learning concept and strategy questionnaire to prove that it has strong internal validity and is more practical. The questionnaire consists of four parts: (1) personal profile; (2) motivation of English learning; (3) management/language learning concepts; (4) management/language learning strategies. Except for the first part, the rest are multiple choice questions. There are six topics related to learning motivation, three of which belong to deep motivation and three belong to table. For stratified motivation, students need to choose an answer from five options (i.e., from ”the reason is not important to me” to ”the reason is extremely important to me”). There are 22 questionnaires about concepts. Four concepts are management, form training, function training and dependence on mother tongue. There are also five alternative answers for students, ranging from ”I strongly disagree with this view” to ”I strongly agree with this view”. The whole volume is divided into two parts: learning concept and learning strategy. It is required to select one of the three options A, B and C after each question. In the learning concept section, the meanings of the three options after each question represent: A = disagree, B = no, C = agree. The requirements determined must be true to represent the respondent's own views. In the Learning Strategies section, the respondent is asked to make a choice based on his or her actual practice rather than his/her thoughts or other people's practices. The meaning of the three options represents: A = this sentence is usually not suitable for my situation, B = this sentence is sometimes suitable for my situation, C = this sentence is usually suitable for my situation. After the internal consistency method between the questionnaires, the alpha values of the reliability coefficients of various concepts and strategic items were more than 0.50 after the individual tops were deleted due to low reliability coefficient, which met the statistical requirements. At the same time, the exploratory factor analysis method is used to analyze the structural validity of the questionnaire. The results show that the dimensional composition of the questionnaire is in line with the design concept of the questionnaire. 2.4 Data collection The 50 subjects were divided into Japanese group and German group. In March, the author sent out questionnaires in class, and collected the questionnaires. After the questionnaire is collected, the questionnaires that do not meet the statistical requirements are checked out, and then the data are transformed by machine-readable marking. The data are processed and analyzed by SPSS 12.0. The process is as follows: 1) The selection codes A, B and C on the questionnaire are converted into scores 1, 2 and 3 respectively; 2) descriptive statistics of the frequency of concepts and strategies are carried out, and the average number of individual questions that students have not answered is replaced by the average number of the questions; 3) paired T-test and single test are used. To observe the differences of concepts and strategies among groups by variance analysis; 4) To observe the correlation between concepts and strategies and trilingualism by Pearson product moment correlation analysis.